Throughout his career, Dr. Torres has engaged in different roles, including program director, coordinator/developer, educator, researcher, and clinician. His education/prevention work started in 1996. Since then, Dr. Torres has been involved in the development, implementation, administration, and supervision of several government-funded and foundation-funded projects addressing adolescent health issues.

In terms of clinical experience, Dr. Torres has focused on serving minorities and individuals living below the poverty line. He has worked in diverse clinical settings including community-based mental health agencies, evaluation clinics, state forensic hospital, and a pediatric hospital. Currently he provides psychological services through his private practice in Chicago and in collaboration with selected community service agencies. Dr. Torres’ research interests include culturally competent work with Latino/a clients; issues of racism and discrimination; gay, lesbian, bisexual issues; HIV prevention; and Liberation Psychology.

Torres, H. (2013). The use of Liberation Psychology when working with Latino/a LGBT individuals. Paper presented at the 30th Annual Teacher’s College Columbia University, Winter Roundtable Conference. New York, NY.

Torres, H., Seymour, W., & Smith, R. (2012). How to become a Latino man and not die in the attempt. Paper presented at the biennial meeting of the National Latino Psychological Association. New Brunswick, New Jersey.

Chavez, N.Y., Adames, H.Y., & Torres, H.L. (2012). The application of Latina/o cultural value in teaching (LCVT): An integrative model. Paper presented at the biennial meeting of the National Latino Psychological Association. New Brunswick, New Jersey.

Torres, H. (2014). Homosexuals and Immigration. In Ochoa O’leary, A. (Ed.), Undocumented Immigrants in the United States Today: An Encyclopedia of Their Experience. Santa Barbara, CA: ABC-CLIO-Greenwood.

Q&A

Q: Please describe your teaching philosophy.A: As a professor, I not only share facts, but also provide students with opportunities to experience psychology. For that reason interactive classroom activities are often employed to provide students with opportunities to engage in decisions, formulate judgment, generate answers, and construct new questions. Hence, in my classrooms questions are valued and mistakes are considered a necessary part of learning. It is my intention that students connect what they have learned with their interests and life experiences in a way that they can analyze, synthesize, and apply. Finally, I strive to provide students with a supportive learning environment where diversity is respected, and where motivation, communication, and learning are enhanced.

Q: Please provide a statement or philosophy regarding the practice of psychology.A:The following statement about social psychology closely describes my philosophy regarding the practice of psychology: "While the modern social psychologist does indeed need experimental, statistical, and computer skills, he needs also historical perspective. He needs immersion in theories (both macro and micro). Above all, he needs an ability to relate his problem, to the context in which it properly belongs. Sometimes the context lies in the traditions of academic psychology, often in sociology or anthropology, sometimes in philosophy or theology, occasionally in history or in economics, frequently in the political life of our day. Sometimes the science of genetics or clinical experience provides the context."

- Allport (1966)

Q: Why did you choose to enter the field of psychology?A: I chose to study psychology because I wanted to better understand the thinking processes leading to specific behaviors; in addition to better understand myself and others.

Q: What advice would you give to a student entering The Chicago School?A: Your professors can be great resources. Meet with them.